Misunderstanding in the Classroom

“Ugh I have so much work to do,” “I just wish the teachers understood us!” “Their class is so boring, I want to skip!” Complaints about teachers and classes fill the halls as tired students groan, waiting out the last two weeks until the end of the year. Has it always been this way? Are these genuine complaints or are they just making up excuses? Beyond the complaints, students have different ideas about what “being understood” in the classroom really means. 

Isla Carrol wished that school work was more interesting, pushing for “creative ways of learning subjects so you actually can understand the topic and memorize it in a fun and exciting way.” “Teachers should be more patient and recognize how draining school can be,” said Gianna Pogni, who expressed how a heavy workload can be overwhelming and tiring. 

The students who want change often suggest adding more interactive lesson plans. Muriel Hazlet suggests games like “Kahoots, 4 Corners, and Booklets" to play during class to bring an entertaining element to assignments or studying. Alexandria Poulsen also mentions the need for “hands-on labs and experiments,” sharing how they “allow students to create something of their own,” ultimately bringing learning to life. 

Not all students, however, wish for lessons to be changed. Many appreciate the current curriculum. Skye Carroll thinks that “it can be challenging sometimes, but it pushes me to stay organized and really learn the material.” She feels that the lesson plans provided already prepare her for harder challenges in the future, especially when time management is key. 

Enari Tuala adds that “not everything has to be turned into a game.” He thinks there should be a balance between class work and fun activities. 

Of course, making a class more fun or engaging sometimes depends on the class. Sophomore Taven Draper dislikes the “flipped math” curriculum “when teachers give me YouTube videos to watch. I prefer a more hands-on and interactive way of learning," he said. Draper thinks that the YouTube videos are teachersʻ attempts to “make their teaching more interesting.” 

“I love when teachers actually interact with the class, encouraging experiences like group discussions," says junior Miranda Sommers who claims that her personal learning heavily relies on her teachers' subtle teaching styles. When it comes to teachers who prefer to teach right out of the book, she “tends to struggle more and starts to mentally check out." Sommers thinks group discussions and engaging conversation will, overall, help the entire class understand best. 

Student responses suggest there should be opportunities to increase engagement through different teaching methods. This could be replacing passive instruction and generic videos with hands-on activities or class discussions. 

Lena Granilo, a senior, wants teachers to reflect on their students' performance and classroom feedback. She thinks it can help them identify opportunities to adjust their teaching. “If a class, as a whole, fails one test on a particular lesson, it might be how they teach it.” Granillo thinks that if the material could be presented in a different way, it might help students understand the concepts more effectively. 

Yet, some students think students should take more responsibility for their learning. “Teachers shouldn't have to change their curriculum if their class were to struggle on a test,” says freshman Drew Briones. He thinks that we already have a “solid structure” at our school, and feels that “while some of it is challenging, it's the material that really prepares the students for their futures out of high school.” 

Michelle Brummel teaches Geometry and Algebra classes. She has been a teacher for 12 years and has taught all grades, nine to twelve. Different from other classrooms Mrs. Brummel often includes games as a review to create a fun way to study and sees them as a way to help students transition “between notes and homework.” 

I witnessed Brummelʻs class as a whole participating in a game. It was group work where students had to work together to solve an equation. 

After getting it correct they would try to throw a tiny ball into a miniature basketball hoop. If they made the shot they would be able to take away “lives” from another group. If your group runs out of lives you lose but are still able to participate and the winners get extra credit. It was a brilliant activity that turned standard studying into an unforgettable experience. 

Brummel also thinks it is important to provide a quick mental reset after lessons. Giving students time to talk and interact with each other, instead of passively listening. She believes that these “brain breaks” help students stay engaged.

Sure to take her time with notes and lesson plans, Brummel wants to make sure that the whole class understands the unit before moving on. She says that she provides time in class to go over homework questions. 

The goal? This helps students feel less nervous preparing for quizzes or tests. Brummel believes that students remember information better when lessons are more interactive than listening or taking notes. 

Freshman Ace Palacio doesn't really enjoy these activities. “I feel like it takes away some of my time for studying or completing my homework,” he explained. The brain breaks were good, but he doesn't feel they are necessary for everyday classes. 

Another teacher at the school, Mr. Granillo shared that he “tries to keep classes engaged by bringing current information or current topics into the classroom and connecting them to whatever it is that we’re studying.” He says that he tries his best to be an “active teacher in the room, not just sitting at my desk behind the computer.”

Regardless of teaching style, students absorb information differently which can be difficult for teachers to find a “perfect way.” But change can help, when both teachers and students actively participate it can create a more positive learning environment. “When us students feel heard in class,” says Isla Carroll, “learning stops feeling like something we have to do and becomes something we want to do."